NURS FPX 6111 Assessment 3 Course Evaluation Template

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NURS FPX 6111 Assessment 3 Course Evaluation Template

NURS FPX 6111 Assessment 3 Course Evaluation Template

Name

Capella university

NURS-FPX 6111 Assessment and Evaluation in Nursing Education

Prof. Name

Date

Course Evaluation Template

The creation of the ‘Comprehensive Nursing Fundamentals’ course evaluation template marks a pivotal step in enhancing nursing education. It embodies our commitment to rigorous academic standards and comprehensive student development. This assessment seeks to meticulously capture and evaluate the essential cognitive, psychomotor, and affective domains that are fundamental to nursing practice. By integrating structured feedback mechanisms, the template aims to provide critical insights for ongoing course improvement, ensuring that the curriculum remains dynamic, relevant, and aligned with the ever-evolving demands of the healthcare sector.

Part One: Standardized Course Evaluation Template

In the dynamic field of nursing education, continuous feedback is essential for refining course content and teaching methodologies. At our institution, students are considered vital contributors to the learning process. Their insights are crucial in identifying areas of strength and improvement in our courses. This evaluation template is designed to comprehensively capture these insights, ensuring we continuously adapt and improve our educational offerings. We value the anonymity and honesty of student responses, as they are pivotal in shaping our approach to nursing education.

Creation of a Standardized Course Evaluation Template

Template Structure

Course Information
Details

Course Title

Comprehensive Nursing Fundamentals

Instructor

(Add Instructor Name)

Semester/Year

(Add Semester Year)

Domain

Evaluation Questions

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

Cognitive

1. The course effectively enhanced my understanding of nursing theories and concepts.

     
 

2. The case-based scenarios were useful in enhancing my problem-solving and decision-making skills.

     
 

3. The course content was well-aligned with the broader objectives of the nursing education program.

     
Affective

1. Reflective essays significantly impacted my understanding of the emotional aspects of patient care.

     
 

2. The course influenced my moral and ethical thinking in nursing practice.

     
 

3. Patient interaction scenarios were effective in developing my emotional intelligence and empathy.

     
Psychomotor

1. The course prepared me for performing physical tasks and interventions in nursing.

     
 

2. Theoretical knowledge was effectively translated into practical nursing skills.

     
 

3. I feel confident in applying the learned skills in real-world settings.

     
Additional Feedback (Open-Ended Questions)
  1. What aspects of the course were most beneficial?


  1. Suggestions for course improvement:


Template Development and Evidence-Based Strategies

The development of the ‘Comprehensive Nursing Fundamentals’ course evaluation template is grounded in robust academic research and best practices. It reflects the importance of encompassing cognitive, psychomotor, and affective domains in nursing education evaluations, as highlighted in the literature (Marcomini et al., 2021). This multi-domain approach ensures a holistic assessment of student learning and skill development. Feedback from educators and students was instrumental in shaping the template, guaranteeing its relevance and applicability to real-world nursing education scenarios (O’Flaherty & Costabile, 2020). A benchmarking process involved reviewing evaluation templates from leading nursing education programs was conducted to identify and incorporate the most effective and proven assessment strategies. Additionally, the template was pilot-tested with a select group of students and faculty, allowing for iterative refinements based on direct feedback. This pilot phase helped fine-tune the questions and format, ensuring the template’s effectiveness in capturing the essential aspects of the course while also being user-friendly and straightforward for students to complete.

Part 2: Executive Summary

Developing the ‘Comprehensive Nursing Fundamentals’ course evaluation template represents a strategic effort to ensure a holistic and effective assessment of the nursing program. This executive summary discusses the rationale behind the template, aligning with critical educational criteria. The template ensures that cognitive, psychomotor, and affective domains, crucial in nursing education, are thoroughly evaluated. As highlighted by Shabani & Panahi (2020), the cognitive domain is assessed through questions that gauge students’ understanding and application of theoretical nursing concepts. This domain’s assessment is based on the assumption that a strong theoretical foundation is critical for informed decision-making in nursing practice.

The psychomotor domain, essential for practical skills in nursing, is evaluated through questions that reflect on students’ readiness to perform physical tasks and interventions, affirming the importance of hands-on experience in nursing competency (Endres et al., 2021). The affective domain, which focuses on emotional intelligence and ethical reasoning, is gauged through reflective essays and scenarios. This aspect assumes that emotional and ethical competencies are as vital as cognitive and psychomotor skills in nursing, echoing the views of Morrill & Westrick (2022). Thus, the template encapsulates a comprehensive approach, ensuring a well-rounded assessment of all necessary domains in nursing education.

NURS FPX 6111 Assessment 3 Course Evaluation Template

The selected evaluation format integrates quantitative and qualitative methods, facilitating a multifaceted approach to assessing learning and program outcomes. This format allows students to express their perspectives on a Likert scale and provide open-ended feedback, offering a comprehensive view of their learning experience. The format’s effectiveness is measured based on its comprehensiveness, clarity, and ability to elicit detailed and honest feedback. It aims to balance the thoroughness of assessment with ease of response, ensuring it captures essential data without overwhelming the respondents. This approach aligns with the educational best practices that advocate for diverse assessment methods to capture the full spectrum of student learning (O’Flaherty & Costabile, 2020).

Supporting the validity and reliability of the evaluation methods is a cornerstone of this template. Content validity is ensured by aligning the questions with the specific learning objectives of the course (Wilgenbusch, 2021). This alignment guarantees that each question directly pertains to the intended instructional outcomes. Reliability is enhanced through consistent question formats and precise, concise wording, minimizing the risk of misinterpretation and ensuring uniformity in responses. While the strengths of this method include its comprehensive and balanced approach, a potential limitation is the inherent subjectivity in self-reported data.

However, by ensuring respondent anonymity and fostering a culture of open and honest feedback, the template aims to mitigate these limitations and gather genuine, reflective student responses (Endres et al., 2021). In conclusion, the ‘Comprehensive Nursing Fundamentals’ course evaluation template, developed through this meticulous process, is a testament to the commitment to high-quality, holistic nursing education. It aligns with current educational standards and anticipates future developments in the field, ensuring that it remains an effective tool for continuous improvement in nursing education.

References

Endres, K., Burm, S., Weiman, D., Karol, D., Dudek, N., Cowley, L., & LaDonna, K. (2021). Navigating the uncertainty of health advocacy teaching and evaluation from the trainee’s perspective. Medical Teacher44(1), 79–86. https://doi.org/10.1080/0142159x.2021.1967905 

Marcomini, I., Terzoni, S., & Destrebecq, A. (2021). Fostering nursing students’ clinical reasoning: A QSEN-based teaching strategy. Teaching and Learning in Nursing16https://doi.org/10.1016/j.teln.2021.07.003 

Morrill, D., & Westrick, S. J. (2022). Fostering nursing students’ moral decision-making through use of an affective learning module. Nurse EducatorPublish Ahead of Printhttps://doi.org/10.1097/nne.0000000000001178 

NURS FPX 6111 Assessment 3 Course Evaluation Template

O’Flaherty, J., & Costabile, M. (2020). Using a science simulation-based learning tool to develop students’ active learning, self-confidence and critical thinking in academic writing. Nurse Education in Practice47, 102839.  https://doi.org/10.1016/j.nepr.2020.102839 

Shabani, E. A., & Panahi, J. (2020). Examining consistency among different rubrics for assessing writing. Language Testing in Asia10(1). https://doi.org/10.1186/s40468-020-00111-4 

Wilgenbusch, B. (2021). The application of case-based learning on the development of clinical judgment skills in undergraduate nursing students. Scholarworks.iu.eduhttps://scholarworks.iu.edu/dspace/handle/2022/27185 



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